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摘要：There are different methods for validating tests, most common of which is thetask-based method. However, recent studies into item analysis have switched awayfrom a focus on tasks themselves to investigating the cognitive process during taskperformance.

hereader’s capability to interrelate appropriately acquired knowledge with theinformation suggested in the text (Mason, 1984).
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2.2 The Essence of Reading Process
Many studies concerning reading suggest that reading process is an interactiveprocess in which different sources of information are combined. As the reader scansthe text, letters are registered in the visual information sore (VIS), where the readerattempts to identify the features of the letters. This perceptual information is thencombined with the reader’s knowledge to recognize words. The knowledge includesinformation about the orthographic structure of the language, lexical items in thelanguage, syntactic possibilities and semantic context Early work in second language reading, especially in reading English as a secondlanguage, viewed reading as a passive, bottom-up process. In this view, the printedletters and words—the smallest working units—are regarded as the “bottom”. Thereconstructing of the author’s intended meaning must be carried out throughrecognizing and building up the meaning of the “bottom” to larger units at the“top”—phrases, clauses, intersentential linkages, etc. So the traditional bottom-upreading process begins with printed stimuli, transforming the graphic information, andthen passing the recorded information onto the next higher stage for additionaltransformation and recoding. The lack of feedback in this process will lead to thedifficulty to realize the function of context and the knowledge which certainly playsan important role in facilitating the interpretation of the passage.
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Chapter Three Research Design and Results ...... 31
3.1 General Description of the TEM 4 Reading Part......... 31
3.2 Rubrics ....... 32
3.3 A Proposed Framework...... 33
3.4 Research Purpose ......... 36
3.5 Research Instrument..... 36
3.5.1 An Information-Processing Model........ 36
3.5.2 Test Specification and Syllabus ...... 36
3.6 Research Questions and Methods ........ 37
3.7 Research Results .... 39
3.7.1 Data Analysis of Text Representation Process.... 39
3.7.2 Data Analysis of Response Decision Process ..... 46
3.7.3 Schematic Process..... 50
3.8 Item Difficulty ....... 51
Chapter Summary ........ 55
Chapter Four Discussion.... 56
4.1 Test Validation........ 56
4.2 Specific Evaluation ...... 57
4.3 Item Difficulty ..... 62
4.3.1 Analysis of the Questions ..... 62
4.3.2 Analysis of Passages D in the 2005 and 2008 papers ....... 63
4.4 Summary of the Two Papers ........ 64
4.5 Reflections on the Proposed Framework ....... 65
Chapter Five Conclusions and Suggestions.......... 67

Chapter Four Discussion

4.1 Test Validation
According to Messick (1980), test validity is the unifying concept that integratescriterion and content consideration. It plays an important role in examining testquality. Due to the lack of information on test-takers, criterion validity will not beexamined. Instead, focus will be placed on content validity, and moreover, if the itemis able to generate processes identified in the proposed theoretical framework of thereading process, it can be proved to have a good level of construct validity.Content validity involves two aspects: content relevance and content coverage.C本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。